Problematika Implementasi Scientific Approach dalam Pembelajaran Fikih (Studi Kasus Di MTs. PAI Medan)

Abstract

The implementation of the 2013 curriculum hopes that learning will be carried out actively. One effort to activate student learning is by using a scientific approach. Conceptually, this scientific approach is expected to be effective in creating active and scientific students. But the concept is not in line with the phenomenon of learning practices in the field. Many of the students actually become stiff and have difficulty in following the learning path. This paper aims to find out: (1) Implementation of the scientific approach in Fikih learning in MTS. PAI Medan, (2) Problems in implementing the scientific approach to Fikih lessons in MTS. PAI Medan, (3) Solutions to the problems of the Scientific Approach in Fikih learning in MTS. PAI Medan. The method used in this study is qualitative research with a case study approach. The results showed that the implementation of the scientific approach was carried out through five teaching experiences namely observing, asking, gathering information, associating, and communicating. Problems in implementing the scientific approach First, the unfamiliarity of students in thinking scientifically. Second, student difficulties in reasoning information. Third, lack of learning facilities. Fourth, the lack of learning resources available in the library. Fifth, students lack courage. Sixth, the function of the teacher as a facilitator sometimes does not work. Seventh, students have difficulty communicating the results of their scientific activities. Eighth, the occurrence of knowledge gaps between students. The solution to overcome these problems is to provide additional knowledge through training, and form teacher working groups.

Pengembangan Perangkat Pembelajaran Berbasis Saintifik untuk Siswa Sekolah Dasar

“…Namun kenyataan di lapangan menunjukkan, masih banyak guru yang mengalami kesulitan dalam menerapkan pendekatan saintifik dalam suatu pembelajaran, karena kurangnya pengembangan perangkat pembelajaran yang sesuai dengan pendekatan tersebut. Guru menghadapi beberapa permasalahan ketika melaksanakan pembelajaran saintifik, antara lain kurangnya kebiasaan siswa dalam berpikir ilmiah, kesulitan siswa dalam menganalisis informasi, fasilitas dan sumber belajar yang terbatas, peran guru sebagai fasilitator yang belum optimal, kurangnya keterampilan siswa dalam mengkomunikasikan hasil kegiatan ilmiah, dan keserendahnya kemampuani kalangan mahasiswa (Lubis, Haidir, & Rusadi, 2019), sehingga hal ini mengakibatkan kurangnya keaktifan siswa dalam proses pembelajaran dan rendahnya kemampuan berpikir kritis siswa sebagaimana yang diharapkan dalam kurikulum belum terpenuhi dengan baik. Berdasarkan observasi yang dilakukan peneliti pada beberapa sekolah khususnya di SDN Waru Barat 4, pembelajaran masih cenderung mengikuti pendekatan konvensional, di mana siswa hanya mendengarkan penjelasan materi dari guru tanpa banyak berlatih berpikir secara ilmiah.…”